acode - evaluating learning spaces
DESCRIPTION
Presentation and workshop for ACODE 60 in SydneyTRANSCRIPT
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Evaluating Learning Spacesworkshop
Dr Trish Andrews, University of QueenslandDanny Munnerley, University of Canberra
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1) Where do we learn?2) How do we evaluate learning spaces?3) What kind of spaces should we be considering for the future?
Workshop Outline
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yes you have to do something!
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Where do we learn?
The University learning landscape
$11b, post GFC funding
EIF, TLCF (HE), BURF
What did it buy?
400+ images, http://bit.ly/cauditls
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'online learner' learning landscape
Photos provided by online learners, OLT project
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How do we evaluate?
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Where do we learn?
8 Universities & Schools - UQ, QUT, VU, Griffiths, University of Melbourne, UWS, UTS, Northern Beaches
400+ images, http://bit.ly/cauditls
Themes - Consumerisation of technology, window of wow, spaces as agents for change, desire paths
FIT SPACES F – Flexibility (reconfigurable spaces that promote student’s desire paths. However, include anchor points to avoid creating a soulless space without structure. Some solid pieces provide structure and interest to the area)I – IT (Students may bring their own, but often some presentation technology will be needed)T – Table (at an appropriate height)
S – Safe (for 24/7 access)P – Power (for their own devices)A – Accessibility (ensure people with disabilities can make good use of the spaces)C – Comfort (personalised – this may mean a cosy private spot, a beanbag or a chair and desk)E – Eat (Students want to eat and drink in these spaces, include kitchenettes, a microwave, hot water and vending machines for 24/7 access)S - Surfaces to write on
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How do we evaluate?literature
● "Performance measures are often associated with the practice of post occupancy" evaluations" (Lackney, 2001).
● Need for both pre-design and post occupancy evaluations (Lee, Tan & Tout, 2011).
● "insufficient qualitative/deep research on the relationship between pedagogy and design of learning environments" (Fisher, 2005).
● Classrooms were the focus of learning in higher education (Brown, 2005).
● The impact of different learning spaces is not easy to explore independently of the learning
techniques, teacher style, information systems employed and many other factors. (SFC, 2006).
● Heppell et al. (2004) argue that ‘no one knows how to prevent ‘learning-loss’ when you design a space ‘pedagogically’, whereas we know lots about designing for minimum ‘heat loss’. (The Department of Education and Early Childhood Development, 2011).
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Strategies for evaluating
● wide array of strategies beyond surveys
● different perspectives provide different insights
● http://www.swinburne.edu.au/spl/learningspacesproject/database/index.html
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the design of furniture across the Infozone was intended to break up the traditional anthropomorphic relationship between the user and their laptop. (Hill, 2008)
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State Library of QueenslandPost-occupancy evaluation(ARUP, 2008)
how the variability of wi-fi maps onto the informal use of space enabled by the Library’s open design
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Designs for the future
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